Jian Zhang
College of Fine Arts, Henan University of Economics and Law, Zhengzhou, China.
Front Psychol. 2022 Jun 14;13:899706. doi: 10.3389/fpsyg.2022.899706. eCollection 2022.
The overarching goal of this study was to look into the effects of academic self-efficacy and academic motivation on student long-term engagement and academic achievement. This study also sought to investigate the role of learning agility as a mediator in the relationship between academic self-efficacy and academic motivation. This study examined the impact of student sustainable engagement on student academic achievement as part of our model. A questionnaire technique was used to collect data from 325 music education students studying at various music training institutions in China. The data were analyzed using the Smart-PLS software and a structural equation modeling (SEM) technique. Academic self-efficacy and academic motivation were found to have a positive and significant relationship with student long-term engagement. The academic motivation was also found to have a positive relationship with student long-term engagement. Furthermore, learning agility was found to mediate the relationship between academic self-efficacy and student sustainable engagement. Furthermore, learning agility mediated the relationship between academic motivation and long-term student engagement. Furthermore, student sustainable engagement has a significant and positive relationship with student academic achievement. This paper made a valuable theoretical contribution by investigating the impact of academic self-efficacy and academic motivation on student sustainable engagement, as well as the impact of student sustainable engagement on student academic achievement. Furthermore, this study added to the body of knowledge by investigating the relationship through the lens of cognitive learning theory. In terms of practical implications, this paper would undoubtedly assist educational institutions in maintaining a fair and just learning environment that encourages students to be engaged and perform well. Future research can include other constructs to gain a better understanding of the factors that influence students' academic engagement and achievement.
本研究的总体目标是探究学业自我效能感和学业动机对学生长期参与度和学业成绩的影响。本研究还试图考察学习敏捷性作为学业自我效能感与学业动机之间关系的中介作用。作为我们模型的一部分，本研究考察了学生可持续参与度对学生学业成绩的影响。采用问卷调查技术，从中国各音乐培训机构学习的325名音乐教育专业学生中收集数据。使用Smart-PLS软件和结构方程建模（SEM）技术对数据进行分析。研究发现，学业自我效能感和学业动机与学生长期参与度呈显著正相关。学业动机与学生长期参与度也呈正相关。此外，研究发现学习敏捷性在学业自我效能感与学生可持续参与度之间起中介作用。此外，学习敏捷性在学业动机与学生长期参与度之间起中介作用。此外，学生可持续参与度与学生学业成绩呈显著正相关。本文通过研究学业自我效能感和学业动机对学生可持续参与度的影响，以及学生可持续参与度对学生学业成绩的影响，做出了有价值的理论贡献。此外，本研究通过认知学习理论的视角考察这种关系，丰富了知识体系。在实际应用方面，本文无疑将有助于教育机构营造一个公平公正的学习环境，鼓励学生积极参与并取得良好成绩。未来的研究可以纳入其他构念，以更好地理解影响学生学业参与度和成绩的因素。
